Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that at times the French Revolution was in contradiction to itself (Where). Students will use the knowledge gained to understand that governments are man made institutions and therefore carry flaws (Why).Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities (What). (H) 1.2 Students will watch French Revolution (Bad Romance) music video. (E) 1.3 Students will know: Tennis Court Oath, Maximilien Robespierre, National Assembly, Committee of Public Safety, Directory, Louis XVI, Napoleon Bonaparte (Equip). Students will use the Clockgraphic organizer to help establish a timeline of events during the French Revolution. Students will use the Find the Fib activity to work collaboratively to help refine their knowledge by deciphering between valid and fabricated statements
(Explore). Students will use Google Docs to participate in a text based class forum in which they will assume the role of a politician, must take part in 4 out of 8 (Royal court, National Assembly, Legislative Assembly, Convention, Public Safety, Directory, French Empire) (Experience). (R) 1.4 Students will use the Slap-it activity to show their ability to correctly identifying facts in reference to the French Revolution (Rethink). Self-Assessment using checklists (Rethink/Revise). Feedback by teacher on product using checklist (Revise/Refine). (E) 1.5 Formative Assessment - Pre-Assessment: Four Corners Inquiry. Checking for Understanding: Slap-it. Timely Feedback: Student/teacher (Evaluate) (T) 1.6 Tailors Verbal: Students will use Google Docs to participate in a text based class forum in which they will assume the role of a politician, must take part in 4 out of 8 (Royal court, National Assembly, Legislative Assembly, Convention, Public Safety, Directory, French Empire). Logic: Students will use the Clock graphic organizer to help establish a timeline of events during the French Revolution. Visual: Students will watch one theatrical movie centered around the French Revolution and record one factual error. Musical: Students will watch French Revolution (Bad Romance) music video. Kinthestic: As a pre-assessment students will partake in a Four Corners Inquiry activity: a multiply choice question will be asked with answers assigned to each corner of the room, students will physically place themselves in the corner they believe is associated with the correct response. Intrapersonal: Students will use the Find the Fib activity to work collaboratively to help refine their knowledge by deciphering between valid and fabricated statements. Interpersonal: Students will use the Slap-it activity to work on self identifying facts that surround the French Revolution. (O) 1.7 Students will be able to evaluate the sequence of events during the French Revolution (Interpretation).Product: GoogleDoc. Number of Days: 3-4 (Organize).
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that the French Revolution forever altered Europe. (Where) Students will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future (Why). Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities (What). (H) 2.2 French Revolution scavenger hunt. (E) 2.3 Students will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Cvil, German unification (Equip). Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe. Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact (Explore). Students will use Google Earth to deconstruct a present day map of Europe to replicate that from the year 1789, themes to include: wealth, religion, borders, population, etc. (Experience). (R) 2.4 Students will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine). (E) 2.5 Formative Assessment - Checking for Understanding: Take and Pass. Timely Feedback: Student/teacher (Evaluate). (T) 2.6 Tailors Verbal: Students will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions. Logic: Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe. Musical: Students will write a rap on what they perceive to be the most enduring change that resulted from the French revolution. Kinthestic: Class with convene in the gym. Each student will be assigned a country and place themselves accordingly on the court in geographical placements. The student assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire. Interpersonal: Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact. Naturalist: Students will use Google Earth to deconstruct a present day map of Europe to replicate that of one from the year of 1789, themes to include: wealth, religion, borders, population, environment etc. (O) 2.7 Students will be able to compare and contrast pre and post revolutionized Europe (Perspective).Product: GoogleEarth. Number of Days: 3-4 (Organize).
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that the French Revolution was backed by societal and cultural shifts (Where). Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives (Why). Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities (What). (H) 3.2 Students will do post-it activity where they write about a significant change in their life and what the catalyst to that change was. (E) 3.3 Students will know: Enlightenment, Jean-Jacques Rousseau, Voltaire, Olympe de Gouges (Equip). Students will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution. Through using the Jigsaw activity students will work in groups to study and gain knowledge of a specific theme or topic, they will then in turn break off into new groups made up of members from each of the previous group and educate their peers on their topic (Explore). Under the contrived scenario that YouTube existed in the 18th century students will create a video that they deem would have been plausible to have aired: comedy skits, music videos, speeches, montages, etc. (Experience). (R) 3.4 Students will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine). (E) 3.5 Formative Assessment - Checking for Understanding: Pop-It and Timely Feedback: Peer/student/teacher (Evaluate) (T) 3.6 Tailors Verbal: Students will do a 20by20 PechaKucha on an Enlightenment philosopher. Logic: Students will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution. Visual: Under the contrived scenario that YouTube existed in the 18th century students will create a video that they deem would have been plausible to have aired: comedy skits, music videos, speeches, montages, etc. Musical: Students will listen to a song from the baroque era and then one from neoclassical ear, based off just audio students will compare and contrast the two pieces and therefore the eras themselves. Intrapersonal: Through using the Jigsaw activity students will work in groups to study and gain knowledge of a specific theme or topic, they will then in turn break off into new groups made up of members from each of the previous groups and educate their peers on their topic. Interpersonal: Students will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question. (O)3.7 Students will be able to recognize the severity of the cultural and societal shifts that occurred before, during, and after the French Revolution (Self-Knowledge).Product: iMovie. Number of Days: 3-4 (Organize).
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that the French Revolution was backed by societal and cultural shifts (Where). Students will use the knowledge gained to have a better understanding of the evolution of human thought and theory and how they produce tangible changes in our lives (Why). Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities (What). (H)4.2 Snack time activity: Students will be divided into three groups, each assigned a designated table. Each table with be setup around the theme of a particular estate (1st-sit at desks with water, whole loaf of bread, and nuts/2nd-sit at table with table cloth, goblets filled with juice, fruit, and dessert/3rd-sit on floor with half a loaf of stale bread.) (E) 4.3 Students will know: First Estate, Second Estate, Third Estate, Sans-culottes, Jean-Paul Marat (Equip). Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France at the start of the French Revolution. By using a Think-Pair-Share activity students will first self-reflect on what the new class lines are after the revolution and then pair up with a partner to discuss and formulate a final answer (Explore). Students will assume the role of a famous french citizen who lived during the French Revolution (student choice) and correspond with another student in the class via Email, 4 letters total should be exchanged between the pair (Experience). (R) 4.4 Students will participate in a Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (answers and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, blank side of card can be shown to express confusion or lack of knowledge in regards to the question (Rethink). Self-Assessment using checklist (Rethink/Revise). Feedback by teacher on product using checklist (Revise/Refine). (E) 4.5 Formative Assessment - Checking for Understanding:Think-Pair-Share. Timely Feedback:Peer/student/teacher (Evaluate) (T) 4.6 Tailors Verbal: Students will assume the role of a French citizen who lived during the French Revolution (student choice) and correspond with another student in the class via Email, 4 letters total should be exchanged between the pair. Logic: Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France at the start of the French Revolution. Visual: Students will recreate a painting that depicts the French Revolution using photography and props, they will write short reflections on what key elements were important to recapture and why. Kinthestic: Students will spend the last day of the lesson reassuming the role they took on in the letter writing assignment, the last 30 mins of class we will spend guessing individual characters. Intrapersonal: By using a Think-Pair-Share activity students will first self-reflect on what the new class lines are after the revolution and then pair up with a partner to discuss and formulate a final answer. Interpersonal:Students will participate in a Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (answers and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, blank side of card can be shown to express confusion or lack of knowledge in regards to the question. (O) 4.7 Students will be able to imagine the change in living conditions that resulted from the French Revolution (Empathy).Product: E-mail. Number of Days: 2-3 (Organize).
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 5.1 Students will understand that at times the French Revolution was in contradiction to itself (Where). Students will use the knowledge gained to understand that governments are man made institutions and therefore carry flaws (Why).Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities (What). (H) 5.2 Each student will receive a E-mail from their debate partner located in France. (E) 5.3 Students will know Maximilien Robespierre, Charles comte d'Artois, Jean Sylvain Bailly, Jacques Nicolas Billaud-Varenne, Napoleon Bonaparte, Georges Jacques Danton, Louis XVI (Equip). Students will use a flow chart to map the political leaders that assumed control during the French revolution. Students will participate on a Fish Bowl activity: under whose control, out of Louis XVI, Maximilien Robespierre, and Napoleon, did the French citizens have the best quality of life? (Explore). Via Skype, students will debate against a student of their same age who lives in France on a self chosen topic pertaining to the French Revolution (Experience). (R) 5.4 Students will use an exit ticket to inform me of confusion they are having in regards to a particular topic or a way in which I might assist them on the upcoming debate (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine). (E) 5.5 Formative Assessment - Checking for Understanding: Exit Ticket. Timely Feedback: Student/teacher (Evaluate). (T) 5.6 Tailors Verbal: Via Skype, students will debate against a student of their same age who lives in France, self chosen topic pertaining to the French Revolution Logic: Students will use a flow chart to map the political leaders that assumed control during the French revolution. Visual: BBC documentray: Terror Kinthestic: Class re-production of Louis XVI trail. Intrapersonal: Students will participate on a Fish Bowl activity: under whose control, out of Louis XVI, Maximilien Robespierre, and Napoleon, did the French citizens have the best quality of life? Interpersonal: Students will use an exit ticket to inform me of confusion they are having in regards to a particular topic or a way in which I might assist them on the upcoming debate (O) 5.7 Students will be able to exhibit an understanding of the shifts that occurred within the French Revolution (Application).Product: Skype. Number of Days: 3-4 (Organize).
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 6.1 Students will understand that the French Revolution forever altered Europe. (Where) Students will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future (Why). Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities (What). (H) 6.2 Students will watch a StoryBird.com production that I created, which reflects the task they will be assigned at the end of the lesson. (E) 6.3 Students will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Cvil, German unification (Equip). Students will be assigned groups to give a three minute review to the class of content that was just taught. Students will use a Story Map graphic organizer to story board the events that had the most lasting impact on Europe (Explore). Students will be tasked with creating a story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day (Experience). (R)6.4 Handprint activity: Students will trace their hands and then write five facts (one per finger) that resonated with them (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine). (E)6.5 Formative Assessment - Checking for Understanding: Handprint. Timely Feedback: Student/teacher (Evaluate). (T) 6.6 Tailors Verbal: Students will read one book of their choosing that references the French Revolution (audio book, comic, fiction, non-fiction). Logic: Students will use a Story Map graphic organizer to story board the events that had the most lasting impact on Europe. Visual: Students will be tasked with creating a story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day. Intrapersonal: Students will be assigned groups to give a three minute review to the class of content that was just taught. Interpersonal: Handprint activity: Students will trace their hands and then write five facts (one per finger) that resonated with them Naturalist: Students will record an audio essay on how the Russian climate was or was not at fault for the demise of the French Empire. (O)6.7 Students will be able to describe the changes Europe underwent during the French Revolution (Explanation).Product: Storybird.com. Number of Days: 3-4 (Organize).
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Students will watch French Revolution (Bad Romance) music video.
(E) 1.3 Students will know: Tennis Court Oath, Maximilien Robespierre, National Assembly, Committee of Public Safety, Directory, Louis XVI, Napoleon Bonaparte (Equip). Students will use the Clockgraphic organizer to help establish a timeline of events during the French Revolution. Students will use the Find the Fib activity to work collaboratively to help refine their knowledge by deciphering between valid and fabricated statements
(Explore). Students will use Google Docs to participate in a text based class forum in which they will assume the role of a politician, must take part in 4 out of 8 (Royal court, National Assembly, Legislative Assembly, Convention, Public Safety, Directory, French Empire) (Experience).
(R) 1.4 Students will use the Slap-it activity to show their ability to correctly identifying facts in reference to the French Revolution (Rethink). Self-Assessment using checklists (Rethink/Revise). Feedback by teacher on product using checklist (Revise/Refine).
(E) 1.5 Formative Assessment - Pre-Assessment: Four Corners Inquiry. Checking for Understanding: Slap-it. Timely Feedback: Student/teacher (Evaluate)
(T) 1.6 Tailors
Verbal: Students will use Google Docs to participate in a text based class forum in which they will assume the role of a politician, must take part in 4 out of 8 (Royal court, National Assembly, Legislative Assembly, Convention, Public Safety, Directory, French Empire).
Logic: Students will use the Clock graphic organizer to help establish a timeline of events during the French Revolution.
Visual: Students will watch one theatrical movie centered around the French Revolution and record one factual error.
Musical: Students will watch French Revolution (Bad Romance) music video.
Kinthestic: As a pre-assessment students will partake in a Four Corners Inquiry activity: a multiply choice question will be asked with answers assigned to each corner of the room, students will physically place themselves in the corner they believe is associated with the correct response.
Intrapersonal: Students will use the Find the Fib activity to work collaboratively to help refine their knowledge by deciphering between valid and fabricated statements.
Interpersonal: Students will use the Slap-it activity to work on self identifying facts that surround the French Revolution.
(O) 1.7 Students will be able to evaluate the sequence of events during the French Revolution (Interpretation). Product: GoogleDoc. Number of Days: 3-4 (Organize).
Lesson 2
(H) 2.2 French Revolution scavenger hunt.
(E) 2.3 Students will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Cvil, German unification (Equip). Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe. Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact (Explore). Students will use Google Earth to deconstruct a present day map of Europe to replicate that from the year 1789, themes to include: wealth, religion, borders, population, etc. (Experience).
(R) 2.4 Students will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine).
(E) 2.5 Formative Assessment - Checking for Understanding: Take and Pass. Timely Feedback: Student/teacher (Evaluate).
(T) 2.6 Tailors
Verbal: Students will use the Take & Pass activity to share and reflect on the lasting changes brought on by the French Revolution why also having the opportunity to being introduced to their peer's opinions.
Logic: Students will use a Venn Diagram to compare and contrast pre and post revolutionized Europe.
Musical: Students will write a rap on what they perceive to be the most enduring change that resulted from the French revolution.
Kinthestic: Class with convene in the gym. Each student will be assigned a country and place themselves accordingly on the court in geographical placements. The student assigned France will travel across the court and conquer the European nations in chronological order of their annexation by the French Empire.
Interpersonal: Students will use the Timed Pair Share activity to express their own personal views of what changes brought on by the revolution have had the most lasting impact.
Naturalist: Students will use Google Earth to deconstruct a present day map of Europe to replicate that of one from the year of 1789, themes to include: wealth, religion, borders, population, environment etc.
(O) 2.7 Students will be able to compare and contrast pre and post revolutionized Europe (Perspective). Product: GoogleEarth. Number of Days: 3-4 (Organize).
Lesson 3
(H) 3.2 Students will do post-it activity where they write about a significant change in their life and what the catalyst to that change was.
(E) 3.3 Students will know: Enlightenment, Jean-Jacques Rousseau, Voltaire, Olympe de Gouges (Equip). Students will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution. Through using the Jigsaw activity students will work in groups to study and gain knowledge of a specific theme or topic, they will then in turn break off into new groups made up of members from each of the previous group and educate their peers on their topic (Explore). Under the contrived scenario that YouTube existed in the 18th century students will create a video that they deem would have been plausible to have aired: comedy skits, music videos, speeches, montages, etc. (Experience).
(R) 3.4 Students will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine).
(E) 3.5 Formative Assessment - Checking for Understanding: Pop-It and Timely Feedback: Peer/student/teacher (Evaluate)
(T) 3.6 Tailors
Verbal: Students will do a 20by20 PechaKucha on an Enlightenment philosopher.
Logic: Students will use a Sequence Chart to timeline important events that occurred leading up to the French Revolution.
Visual: Under the contrived scenario that YouTube existed in the 18th century students will create a video that they deem would have been plausible to have aired: comedy skits, music videos, speeches, montages, etc.
Musical: Students will listen to a song from the baroque era and then one from neoclassical ear, based off just audio students will compare and contrast the two pieces and therefore the eras themselves.
Intrapersonal: Through using the Jigsaw activity students will work in groups to study and gain knowledge of a specific theme or topic, they will then in turn break off into new groups made up of members from each of the previous groups and educate their peers on their topic.
Interpersonal: Students will use the Pop-It activity to outline topics, themes, or specific question that they hope are covered in the unit, each idea will be placed on a post-it and have an assigned packing bubble, once that idea is covered they will pop the bubble and cover the post-it with a new one that summarizes the topic or answers the question.
(O)3.7 Students will be able to recognize the severity of the cultural and societal shifts that occurred before, during, and after the French Revolution (Self-Knowledge). Product: iMovie. Number of Days: 3-4 (Organize).
Lesson 4
(H)4.2 Snack time activity: Students will be divided into three groups, each assigned a designated table. Each table with be setup around the theme of a particular estate (1st-sit at desks with water, whole loaf of bread, and nuts/2nd-sit at table with table cloth, goblets filled with juice, fruit, and dessert/3rd-sit on floor with half a loaf of stale bread.)
(E) 4.3 Students will know: First Estate, Second Estate, Third Estate, Sans-culottes, Jean-Paul Marat (Equip). Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France at the start of the French Revolution. By using a Think-Pair-Share activity students will first self-reflect on what the new class lines are after the revolution and then pair up with a partner to discuss and formulate a final answer (Explore). Students will assume the role of a famous french citizen who lived during the French Revolution (student choice) and correspond with another student in the class via Email, 4 letters total should be exchanged between the pair (Experience).
(R) 4.4 Students will participate in a Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (answers and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, blank side of card can be shown to express confusion or lack of knowledge in regards to the question (Rethink). Self-Assessment using checklist (Rethink/Revise). Feedback by teacher on product using checklist (Revise/Refine).
(E) 4.5 Formative Assessment - Checking for Understanding:Think-Pair-Share. Timely Feedback:Peer/student/teacher
(Evaluate)
(T) 4.6 Tailors
Verbal: Students will assume the role of a French citizen who lived during the French Revolution (student choice) and correspond with another student in the class via Email, 4 letters total should be exchanged between the pair.
Logic: Students will use Inspiration software to compare and contrast the advantages and disadvantages of each social class within France at the start of the French Revolution.
Visual: Students will recreate a painting that depicts the French Revolution using photography and props, they will write short reflections on what key elements were important to recapture and why.
Kinthestic: Students will spend the last day of the lesson reassuming the role they took on in the letter writing assignment, the last 30 mins of class we will spend guessing individual characters.
Intrapersonal: By using a Think-Pair-Share activity students will first self-reflect on what the new class lines are after the revolution and then pair up with a partner to discuss and formulate a final answer.
Interpersonal: Students will participate in a Every Pupil Response activity, each student will have two cards (labeled 1&2), the class as a whole will be asked a question with the choice of 2 options (answers and correlating numbers will be expressed on board via projector) and have 5 seconds to respond, blank side of card can be shown to express confusion or lack of knowledge in regards to the question.
(O) 4.7 Students will be able to imagine the change in living conditions that resulted from the French Revolution (Empathy). Product: E-mail. Number of Days: 2-3 (Organize).
Lesson 5
(H) 5.2 Each student will receive a E-mail from their debate partner located in France.
(E) 5.3 Students will know Maximilien Robespierre, Charles comte d'Artois, Jean Sylvain Bailly, Jacques Nicolas Billaud-Varenne, Napoleon Bonaparte, Georges Jacques Danton, Louis XVI (Equip). Students will use a flow chart to map the political leaders that assumed control during the French revolution. Students will participate on a Fish Bowl activity: under whose control, out of Louis XVI, Maximilien Robespierre, and Napoleon, did the French citizens have the best quality of life? (Explore). Via Skype, students will debate against a student of their same age who lives in France on a self chosen topic pertaining to the French Revolution (Experience).
(R) 5.4 Students will use an exit ticket to inform me of confusion they are having in regards to a particular topic or a way in which I might assist them on the upcoming debate (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine).
(E) 5.5 Formative Assessment - Checking for Understanding: Exit Ticket. Timely Feedback: Student/teacher (Evaluate).
(T) 5.6 Tailors
Verbal: Via Skype, students will debate against a student of their same age who lives in France, self chosen topic pertaining to the French Revolution
Logic: Students will use a flow chart to map the political leaders that assumed control during the French revolution.
Visual: BBC documentray: Terror
Kinthestic: Class re-production of Louis XVI trail.
Intrapersonal: Students will participate on a Fish Bowl activity: under whose control, out of Louis XVI, Maximilien Robespierre, and Napoleon, did the French citizens have the best quality of life?
Interpersonal: Students will use an exit ticket to inform me of confusion they are having in regards to a particular topic or a way in which I might assist them on the upcoming debate
(O) 5.7 Students will be able to exhibit an understanding of the shifts that occurred within the French Revolution (Application). Product: Skype. Number of Days: 3-4 (Organize).
Lesson 6
(H) 6.2 Students will watch a StoryBird.com production that I created, which reflects the task they will be assigned at the end of the lesson.
(E) 6.3 Students will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Cvil, German unification (Equip). Students will be assigned groups to give a three minute review to the class of content that was just taught. Students will use a Story Map graphic organizer to story board the events that had the most lasting impact on Europe (Explore). Students will be tasked with creating a story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day (Experience).
(R)6.4 Handprint activity: Students will trace their hands and then write five facts (one per finger) that resonated with them (Rethink). Self-Assessment using Rubrics (Rethink/Revise). Feedback by teacher on product using rubrics (Revise/Refine).
(E)6.5 Formative Assessment - Checking for Understanding: Handprint. Timely Feedback: Student/teacher (Evaluate).
(T) 6.6 Tailors
Verbal: Students will read one book of their choosing that references the French Revolution (audio book, comic, fiction, non-fiction).
Logic: Students will use a Story Map graphic organizer to story board the events that had the most lasting impact on Europe.
Visual: Students will be tasked with creating a story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Intrapersonal: Students will be assigned groups to give a three minute review to the class of content that was just taught.
Interpersonal: Handprint activity: Students will trace their hands and then write five facts (one per finger) that resonated with them
Naturalist: Students will record an audio essay on how the Russian climate was or was not at fault for the demise of the French Empire.
(O)6.7 Students will be able to describe the changes Europe underwent during the French Revolution (Explanation). Product: Storybird.com. Number of Days: 3-4 (Organize).